TY - JOUR
T1 - Online learning in health professions education. Part 1
T2 - Teaching and learning in online environments: AMEE Guide No. 161
AU - MacNeill, Heather
AU - Masters, Ken
AU - Nemethy, Kataryna
AU - Correia, Raquel
N1 - Publisher Copyright:
© 2023 AMEE.
PY - 2023/4/24
Y1 - 2023/4/24
N2 - Online learning in Health Professions Education (HPE) has been evolving over decades, but COVID-19 changed its use abruptly. Technology allowed necessary HPE during COVID-19, but also demonstrated that many HP educators and learners had little knowledge and experience of these complex sociotechnical environments. Due to the educational benefits and flexibility that technology can afford, many higher education experts agree that online learning will continue and evolve long after COVID-19. As HP educators stand at the crossroads of technology integration, it is important that we examine the evidence, theories, advantages/disadvantages, and pedagogically informed design of online learning. This Guide will provide foundational concepts and practical strategies to support HPE educators and institutions toward advancing pedagogically informed use of online HPE. This Guide consists of two parts. The first part will provide an overview of evidence, theories, formats, and educational design in online learning, including contemporary issues and considerations such as learner engagement, faculty development, inclusivity, accessibility, copyright, and privacy. The second part (to be published as a separate Guide) focuses on specific technology tool types with practical examples for implementation and integration of the concepts discussed in Guide 1, and will include digital scholarship, learning analytics, and emerging technologies. In sum, both guides should be read together, as Guide 1 provides the foundation required for the practical application of technology showcased in Guide 2. Please refer to the video abstract for Part 1 of this Guide at https://bit.ly/AMEEGuideOnlineLearning.
AB - Online learning in Health Professions Education (HPE) has been evolving over decades, but COVID-19 changed its use abruptly. Technology allowed necessary HPE during COVID-19, but also demonstrated that many HP educators and learners had little knowledge and experience of these complex sociotechnical environments. Due to the educational benefits and flexibility that technology can afford, many higher education experts agree that online learning will continue and evolve long after COVID-19. As HP educators stand at the crossroads of technology integration, it is important that we examine the evidence, theories, advantages/disadvantages, and pedagogically informed design of online learning. This Guide will provide foundational concepts and practical strategies to support HPE educators and institutions toward advancing pedagogically informed use of online HPE. This Guide consists of two parts. The first part will provide an overview of evidence, theories, formats, and educational design in online learning, including contemporary issues and considerations such as learner engagement, faculty development, inclusivity, accessibility, copyright, and privacy. The second part (to be published as a separate Guide) focuses on specific technology tool types with practical examples for implementation and integration of the concepts discussed in Guide 1, and will include digital scholarship, learning analytics, and emerging technologies. In sum, both guides should be read together, as Guide 1 provides the foundation required for the practical application of technology showcased in Guide 2. Please refer to the video abstract for Part 1 of this Guide at https://bit.ly/AMEEGuideOnlineLearning.
KW - Online learning
KW - distance learning
KW - educational technologies
KW - instructional technologies
KW - online education
UR - http://www.scopus.com/inward/record.url?scp=85153622995&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85153622995&partnerID=8YFLogxK
UR - https://www.mendeley.com/catalogue/1da562db-9e4d-3008-af00-2d073034d395/
U2 - 10.1080/0142159X.2023.2197135
DO - 10.1080/0142159X.2023.2197135
M3 - Article
C2 - 37094079
AN - SCOPUS:85153622995
SN - 0142-159X
SP - 1
EP - 14
JO - Medical Teacher
JF - Medical Teacher
ER -